II Unit Objectives: By the end of this unit you should be able to:

• identify the causes and global consequences of World War II.
• explain the ideologies of fascism and Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan.
• analyze the relative importance of the legacy of World War I, the depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries as underlying causes of World War II.
• explain German, Italian, and Japanese military conquests and drives for empire in the 1930s.
• analyze the precipitating causes of the war and the reasons for early German and Japanese victories.
• analyze the motives and consequences of the Soviet nonaggression pacts with Germany and Japan.
• explain the major turning points of the war, and describe the principal theaters of conflict in Western Europe, Eastern Europe, the Soviet Union, North Africa, Asia, and the Pacific.
• assess how the political and diplomatic leadership of such individuals as Churchill, Roosevelt, Hitler, Mussolini, and Stalin affected the outcome of the war.
• analyze how and why the Nazi regime perpetrated a “war against the Jews and others” and describe the devastation suffered by Jews and other groups in the Nazi Holocaust.
• compare World Wars I and II in terms of the impact of industrial production, political goals, national mobilization, technological innovations, and scientific research on strategies, tactics, and levels of destruction.
• assess the consequences of World War II as a total war.

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Failures of the League of NationsThe L of N had noble goals. Sadly, it lacked many elements that could have made it more successful. Watch the two videos below. Each shares some common experiences. Be sure to seek to find similarities between both of these experiences, and also how they differed.




After you have viewed each of the film segments above (as a class or on your own), go to ActiveHistory Cartoon Analysis. Know that barons and social are the words needed. Be sure to type your full name when asked. Look at ALL the cartoons, then, after you have selected just one, do the C. I. D. (Context, Interpretation, Describe). Finally, answer the last question, "Why did the League of Nations fail to restrict the aggression of [Japan or Italy] in the 1930s?". All of this is to be done on a Google Doc, that you can share. N.B. Know the you can mouse over parts of the cartoon that can be explained.

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A Quick Interview with Hitler (The Talking Head)

Take a few moments to have a look at how Hitler saw things. You should type your own questions rather than use that drop down box. But do attempt to find out some more about Hitler. Take a few notes using

CornellNotesTemplateElectronic.pages

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Aim for learning things about his foreign policy etc. His personal life is not all that important to our studies (see above focus points). Use 'barons' and 'social' to get on.

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World War II: The Lost Color Archives

Here is your assignment over the next several viewings (several videos below):
CREATE TWO TIME LINES

• One for the European/North African Theater, and; one for the Asian/Pacific Theater
• Start with events which precede the actual fighting, i.e. Hitler's election, the Remilitarization of the Rhineland, the Munich Crisis, etc (in the European Theater)Japan's annexation of Manchuria,
• Each time line should feature what are the turning points of the war. A turning point is when the course of the war changes for each side. It can be a major battle or invasion.
• Create it using Dipity >
• Or, create it using Timetoast
• Or, create it using Timeline 3-D
• Time will be allocated in class for you to work on this. Each day of class we want to add a few points. We will start with the year 1939 for the European Theater and 1937 for the Pacific Theater. Be sure to include a picture or cartoon that captures the turning point.
• My hope is that you are able to nail about three or four major turning points in both theaters with two or three pre-war points for each.
• In total that would make roughly 8 points each with five to six of them being turning points.
• Rubric for WWII Timeline

The European Theater

The Fascist Plans

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The Molotov-Ribbentrop Agreement (Stalin and Hitler form a partnership) and World War II Begins

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Stop - What Started World War 2

Take time to address some of the causes of World War 2. There is a worksheet on this website that I have already printed for you. Refer to this after you have taken the test on line. Keep your note book (computer notes are okay, but paper ones are better) as you go through the test. Take notes on points you were unable to get. Then, using the worksheet evaluate the causes. Jot down your thoughts and then share them with members of your team.
When you start to fill out your chart you should seek assistance with it from Causes of World War II

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Blitzkrieg and the Fall of Europe

Phoney War to Operation Barbarossa

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The Battle of Britain
With the fall of France, Great Britain stood alone against the Nazis. Winston Churchill said,

" We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets.... we shall never surrender."

As we listen to this podcast on the Battle of Britain, take notes about the key events.

Questions:
1) What was Operation Sea Lion?
2) Why did the battle not look good for Britain?
3) What advantage did Britain have?
4) What was Germany's mistake?
5) What was the impact of the bombing of London? How did the
bombing of London aid Britain's cause?
6) Why was the outcome of the battle of Britain significant for the Allies?


Read the newspaper below about the Battle of Britain. After reading, write a short paragraph that explains why the British were able to hold off the German invasion when they were militarily weaker. Use evidence to support your ideas.

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Operation Barbarossa

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The Holocaust

The Holocaust is one example of genocide in human history. It is without a doubt an exceptional example of one, and one that we must note.

Assignment

You are to read the Sources from the Holocaust. There are just four.
Then you are to complete the questions below.
Use Google Docs (Who is...Holocaust? - name) Course work grade: /20 marks. Grade will be determined by clarity and thought in answers.

Task 1

Read the “Four Sources for the Holocaust” (on the wikispace for Unit 7 under ‘Holocaust’) and answer these questions.

1. Does Buller (Source 1) think that the German people were ‘Hitler’s willing executioners’?
2. Is it fair to describe Stangl (Source 2) as a ‘heartless animal’? Explain.
3. Do you think that Gnewuch (Source 3) should be excused for his actions because he was just a soldier with a duty to follow his orders?
4. What lessons does Niemoller’s poem (Source 4) teach us?
5. Overall, do these sources suggest that the German people were evil, cowards, neither, or both? Explain.

Four Sources for the Holocaust
Task 2
Read through the Four Interpretations about who was responsible for the Holocaust. (see below)

1. Which of these four points do you find most convincing?
2. Provide an interpetation which you think all four groups would be prepared to accept.

Hitler(the"Intentionalist"view) Intentionalist historians say that Hitler set out to commit the Holocaust. "The mass murder of the Jews was the consummation of Hitler's fundamental beliefs and ideological convictions...For Hitler's ideas about the Jews were the starting place for the elaboration of a a monstrous racial ideology that would justify mass murder." (Lucy Dawidowitz)

TheState(the"Stucturalist"view) Structuralist historians say that the policy of the Holocaust was an accidental result of a policy which ran out of control. Hitler encouraged Survival of the Fittest with the government so that officials competed with each other to appear the most efficient and ruthless. So, Kristallnacht was masterminded by Goebells to win Hitler's favor; the Holocaust was the responsibility of over-zealous party officials such as Himmler and Eichmann.

The War Some historians argue without the war the Holocaust would not have happened. The war disrupted plans for mass migration of the Jews to other areas of the world, i.e. Madagascar or central Asia. The war brutalized people, i.e. due to a shortage of hospital beds for war wounded the T4 Euthanasia Program was developed.

The German People Daniel Goldhagan, in his book Hitler's Willing Executioners, claims that 100,000 average Germans had become involved in the Holocaust. He argues that Germans killed Jews in their millions because they enjoyed doing it because their minds and emotions were eaten up by a murderous, all-consuming hatred of Jews that had been pervasive in German political culture for decades.

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The Asian and Pacific Theater
The Bombing of Pearl Harbor

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The Internment of Japanese Americans (and Canadians))

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The Human Costs of World War Two

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Preparing for your Unit Final
Your final exam for this unit will be 20 Multiple Choice Questions and one editorial cartoon (CID) interpretation.